Reading and Writing Mistakes among Students of the First Three Grades of Basic Education in the Directorate of the University Brigade due to Some Variables
Keywords:
Reading mistakes, written mistakes, students of the first three grades, basic education, the university districtAbstract
The study aims to investigate reading and writing mistakes among students of the first three grades of basic education in the university's district directorate in light of some variables. The study sample consisted of (218) teachers who were chosen in a simple random way from public and private schools. To collect the study data, two questionnaires were built. The first dealt with reading mistakes consisting of (18) items, and the second dealt with written mistakes consisting of (22) items. The results of the study showed that the most common reading mistakes for students in the first three grades are: mistakes in pronouncing movements related to the structure of the word, adherence to the requirements of punctuation marks, and confusing (Lam Al-shamsiyah) and (Lam Al-Qamaryah). The most common written mistakes are poor writing of hamzas of all kinds, confusion between (Lam Al-Shamsyah) and (Lam Al-Qamaryah), and writing a thousand compiled alpha elongated and vice versa. It also showed that there were statistically significant differences in the teachers’ estimates of the reading errors faced by the primary stage students due to the variable of the school type and in favor of the government school. There are statistically significant differences in the teachers' estimates of the written errors due to the gender and school type variables and in favor of the government school. The researcher recommends the necessity of teachers of specialized Arabic language teaching basic stage, and holding training workshops for teachers on methods of teaching spelling.
Downloads
References
Abu Rabia, S., & Taha, H. (2004). Reading and spelling error analysis of native Arabic dyslexic readers. Reading and Writing: An Interdisciplinary Journal, (17), 651-689.
Ahmed, A. (2014). The effectiveness of a proposed program for treating common Arab spelling mistakes in the writings of fifth-graders in basic schools in schools in southern Hebron, Palestine, Unpublished Master Thesis, An-Najah National University, Nablus, Palestine.
Al-Dhanani, M. (2011). Reading teaching techniques in light of the new roles of the teacher and the learner. Cairo: The World of Books.
Al-Mousawi, N., and Shenyu, A. (2009). The reasons for the weakness of primary school pupils in the subject of reading from the viewpoint of the subject teachers. Cairo: Dar Al-Thaqafa for Publishing and Distribution.
Al-Nashef, H. (2007). Development of language skills for preschool children. (1st ed.). Amman: Dar Al-Fikr.
Asadi, A. (2017). How simple is reading in Arabic? Across-sectional investigation of reading comprehension from first to sixth grade. Journal of Research in Reading, 40(1), 1–22.
Ashour, R., and Miqdadi, M. (2005). Reading and writing skills. Amman: Dar Al-Masirah.
Ashour, R., and Al-Hawamdeh, M. (2007). Methods of teaching Arabic between theory and practice. Amman: Al Masirah House for Publishing and Distribution.
Awaida, A. (2014). Common reading mistakes among third-grade students in light of the standard levels, Unpublished Master Thesis, Islamic University, Gaza, Palestine.
Ayari, S. (1996). Diglossia and Illiteracy in the Arab World. Language, Culture and Curriculum, 9(3), 243-253.
Bani Yasin, M. (2008). Reading and writing between theory and practice. (1st ed.). Oman.
Barakat, Z. (2008). An analytical cross-sectional study of common spelling mistakes for primary to fifth graders in Tulkarm, Palestine. International Journal of Research in Education and Psychology, 3(1). 37-60.
Bond, P., and Bradley, L. (1991). Reading problems for children. Baghdad: Dar Al-Hikma.
Bouchard, M. (2002). An investigation of student’s word knowledge as demonstrated by their reading and spelling errors. ERIC.
Collingord, C. (2003). Problems of learning to read in children "a therapeutic vision". (1st ed.). Cairo: The Arab Nile Group.
Darawshe, Abd. (2007). The effect of an educational program based on constructive cognitive theory in providing reading and writing skills for the primary stage students who are late in Jordan, Unpublished PhD thesis, Amman Arab University for Graduate Studies, Amman, Jordan.
Estete, S. (2010). Learning linguistics. Irbid: Dar Al Amal.
Gabayeb, A. (2011). Difficulties in learning to read and write from the viewpoint of first grade teachers. Al-Azhar University Journal, 13(1), 1-34.
General framework and public and private productions of the Arabic language. (2013). Jordanian Ministry of Education, Amman.
Hoover, R. (2001). Teachers Tailor their Instruction to Meet a Variety of Student needs. Journal of Staff Development, 9(3), 349-374.
Hulme, C., & Snowling, M.J. (2011). Children’s reading comprehension difficulties: Nature, causes, and treatments. Current Direction in Psychological Science, 20(3), 139-142.
Klein, P. (2004). Constructing Scientific Explanations, Through Writing. Journal of writing Research, 32(3), 191-231.
Madi, I., and Abu Snineh, Abd. (2018). Reasons for poor achievement of the three basic classes in reading and writing, and ways to address them from the viewpoint of teachers in Deir Alla Al-Agwar / Jordan. Journal of Educational and Psychological Sciences, 11(2), 42-61.
Mamouri, M. (1989). Language education and human development: Arabic diglossia and its impact on the quality of education in the Arab Region, paper presented at the Mediterranean Development Forum of the World Bank Marrakech, Morocco.
Miller, P. (2001). Theories of developmental psychology. New York: Harper & Row Pu.
Mustafa, R. (2005). Reading problems from childhood to adolescence: diagnosis and treatment. Amman: Dar Al-Safa.
Odeh, A. (2014). Measurement and Evaluation in the Teaching Process. Irbid: Dar Al Amal.
Passenger, T. Stuart, M., & Terrell. C. (2006). Phonological Processing and early literacy. Journal of Research in Reading, (23), 55-66.
Rashid, H. (2007) A proposed program for the treatment of reading difficulties in the identification, pronunciation and understanding of fourth-grade primary students of Al-Azhari, Proceedings of the seventh scientific conference: Reading difficulties between prevention, diagnosis and treatment.
Shen, H. (2003). Tips for analyzing spelling errors. Diagnostique, (19), 123-141.
Snowling, M. J. (2001). From Language to reading and dyslexia. Dyslexia,7(1), 37-46.
Suleiman, Abd. (2003). Child and language psychology. Cairo: Dar Al-Fikr Al-Arabi.
Taima, R., and Al-Shuaibi, M. (2006). Teaching Literature and Literature. Cairo: Arab House of Thought.
Taima, R., and El-Naqa, M. (2006). Online language teaching between curricula and strategies. Rabat: Islamic Educational, Scientific and Cultural Organization.
The Beja, Abd. (2003). Teaching children reading and writing skills. Amman: Dar Al-Fikr.
Torgesen, J. K.(2002). The prevention of reading difficulties. Journal of school psychology, 40(1), 7-26.
Whitehurst,G.,L & Lonigan.C.,J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872.
Yates, R. (2002). Responding to sentence- level errors in writing. Journal of Second Learning Writing, 11(1), 29-47.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
